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Within the organizational structure for personnel at particular schools,teachers can participate in continuing education workshops offered by thePedagogic Universities or avail themselves of the school’s internal continuingeducation opportunities (SCHILF – Schulinterne LehrerInnenfort bildung) inorder to participate in workshops, initiate workshops that are not otherwiseoffered, or invite experts to conduct training sessions at the school. 3The workshopAfter Anita Mörth’s article appeared in the publication “geschlecht + didaktik”, 4we were invited by Erika Mikula of the Pedagogic University Carinthia (PädagogischeHochschule des Bundes in Kärnten) to develop and lead a three-dayseminar, organized by her institution.The target group for the workshop included Austrian grammar schoolteachers who were invited to participate in this continuing education trainingexercise. Eleven women and four men from different Austrian provinces came;they ranged in age from thirty-two to fifty-five years old. All the participantswere highly motivated and interested; some already had certain knowledge ofthe topic. The aim was to acquaint the teachers with the concept of gendersensitiveteaching which, according to Gindl, Hefler and Hellmer, 5 means thatone must• Respond to the needs of all participants,• Ensure that all participants can benefit equally from the learning situation,• Create learning situations that do not discount gender and that allowall the participants to develop their gender competences.3bmbwk – Bundesministerium für Bildung, Wissenschaft und Kultur, ed., Unterrichtsprinzip Erziehung zur Gleichstellungvon Frauen und Männern. Informationen und Anregungen zur Umsetzung ab der 5. Schulstufe (Wien: 2003),26. http://www.bmukk.gv.at/medienpool/10634/PDFzuPubID76.pdf (last accessed: 4 September 2009).4Anita Mörth, Barbara Hey and Koordinationsstelle für Geschlechterstudien, Frauenforschung und Frauenförderungder Karl-Franzens-Universität Graz, eds., geschlecht + didaktik (Graz: Koordinationsstelle für Geschlechterstudien,Frauenforschung und Frauenförderung der Karl-Franzens-Universität Graz, 2006). http://www.uni-graz.at/kffwww/geschlecht_didaktik/ (last accessed: 4 September 2009).5Michaela Gindl, Günter Hefler and Silvia Hellmer (IFF-Fakultät für Interdisziplinäre Forschung und FortbildungArbeitsbereich Wissenschaft und Arbeitswelt), Leitfaden für gendersensible Didaktik, Teil 1: Grundlagen der Gendersensibilitätin der Lehre (Vienna: MA 57 – Frauenabteilung der Stadt Wien, 2007), 9. http://www.gender.schule.at/index.php?basiskat=10478&typ=&kthid=10499&K3=&land=&text=&anzahl=69 (last accessed: 4 September 2009).130
Table: Schedule Reference: Workshop scheduleMonday,21 January 2008Tuesday,22 January 2008Wednesday,23 January 20089.00 – 10.30 Welcome and kick off Teaching and learninggender sensitively?Sharing experiencesSeminar souvenirs – Thingsyou can take along intoyour teaching practice11.00 – 12.30 Gender factory – We aredoing genderTheoretical input: Statusquo of gender-sensitiveteaching14.00 – 15.30 Self reflection My own teachingpractice – Recognizingpotentials for change16.00 – 17.30 Theoretical input: Historyof gender-sensitivedidacticsMy own teaching practice– Role playing andgroup work19.30 – 21.00 Body work: GenderhierarchiesPresentation: results ofgroup workPossible outcomes for participantsIn this section we discuss the knowledge of gender-sensitive teaching we triedto impart to the participants.Gender-sensitive didactics aim to enable both girls and boys to reachlearning objectives equally well. This means that learning aids and opportunitiesthat meet the different needs equally and that are adequate for all learnersshould be used. 66Gindl, Hefler and Hellmer, 8.131
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Teaching with the Third WaveNew Fem
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© Åse Bengtsson and Catti Brandel
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“This Is Not Therapy!” 75Un/Exp
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PrefaceThe idea of writing this boo
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IntroductionDaniela Gronold, Brigit
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Brandelius who is portrayed on the
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The institutional context of Women
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The chapters present new feminist e
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IntroductionSecond-wave feminism is
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Second-Wave Feminist Generationalit
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and conflictual ones), and since th
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This allows her to conceptualize a
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The Anglo-American and the French t
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To traverse the classifications of
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ing system without a General and wi
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Let me end this chapter by providin
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Buikema tells the story of Sarah Ba
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Roof, Judith. “Generational Diffi
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postmodern capitalism and the impli
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European scope and its neoliberal c
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front. A strong motivation offered
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In her editorial response to Hemmin
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Gender Studies’, 28 I agree with
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expected to play a central role as
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Implications for teaching gender: d
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These re- appropriations cannot be
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Puig de la Bellacasa, Maria. “Fle
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We are both white scholars who grew
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mapped in the first part of project
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able much earlier; therefore the pe
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Using the example of Germany Wollra
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of a link to already existing stere
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The alien’s green colour tells of
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Implications of teaching Critical W
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ness to people with different backg
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theories. This concept can be fruit
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Räthzel, Nora. “Nationalism and
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nism’ in the classroom. Thus, whi
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As a method, memory work focuses on
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Page 84 and 85: when we wanted them to do memory wo
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Page 88 and 89: as a therapeutic method, they not o
Page 90 and 91: “Empowerment has, however, someti
Page 92 and 93: fascination with the strong commona
Page 94 and 95: practice”. 43 She explains MacKin
Page 96 and 97: has been exposed to subjection by o
Page 98 and 99: Sebastien, Amanda. “Tendencies in
Page 100 and 101: a historical moment when technologi
Page 102 and 103: As earlier noted, there are certain
Page 104 and 105: new per se, they like Internet-base
Page 106 and 107: where technological and media accou
Page 108 and 109: to avoid binaristic traps, rejectin
Page 110 and 111: ReferencesBraidotti, Rosi. Metamorp
Page 112 and 113: IntroductionIn 2007, with two other
Page 114 and 115: WoMen at workIn all, it took us alm
Page 116 and 117: Facing Uncertainties and Self-quest
Page 118 and 119: Doctorate degree’s curricula for
Page 120 and 121: In addition, many feminist academic
Page 122 and 123: and duties which are seen as comple
Page 124 and 125: answers adapted to their own profes
Page 126 and 127: As the form of the message counts a
Page 128 and 129: ReferencesBlanchard, Soline, Jules
Page 130 and 131: As the learning outcomes demonstrat
Page 134 and 135: Gender-sensitive didactics can be p
Page 136 and 137: A further dimension is knowledge ab
Page 138 and 139: Teaching materialsSince language is
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Page 142 and 143: The cliché cloakroomSometimes it w
Page 144 and 145: and goatees, later almost all wante
Page 146 and 147: Presentations from the working grou
Page 148 and 149: ConclusionTeachers’ self-reflecti
Page 150 and 151: Mühlen Achs, Gitta. Geschlecht bew
Page 152: Milka Metso, PhD Candidate, Univers
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